LETRS Unit 4 Session 1-8 Answers
LETRS Unit 4 Session 1 Answers
Contents hide
1 LETRS Unit 4 Session 1 Answers
2 LETRS Unit 4 Session 2 Answers
3 LETRS Unit 4 Session 3 Answers
4 LETRS Unit 4 Session 4 Answers
5 LETRS Unit 4 Session 5 Answers
6 LETRS Unit 4 Session 6 Answers
7 LETRS Unit 4 Session 7 Answers
8 LETRS Unit 4 Session 8 Answers
1. Is it true that direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading?
Answer: True.
2. Is it true that many common English words combine simple Anglo-Saxon words with Greek-derived forms?
Answer: False.
3. What mental process is required for proficient word reading?
Answer: Orthographic mapping.
, 4. From which language are new scientific terms in the physical sciences most likely to be coined?
Answer: Greek.
5. Which sound-symbol correspondences are common in words of Anglo-Saxon origin? (Select all that apply.)
Answer: Use of “kn” for the /n/ sound and use of silent “e”.
LETRS Unit 4 Session 2 Answers
1. Is it acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities? Answer: False.
2. Do some letters of the alphabet never end a word in English?
Answer: True.
3. Words in which the letter “y” stands for the short “i” sound (such as “rhythm” and “polyp”) are usually from which language?
Answer: Greek.
4. When the /ch/ sound follows an accented short vowel, in which circumstance is the “tch” spelling of the /ch/ sound usually used?
Answer: When the /ch/ sound follows an accented short vowel.
5. Which set of words does not follow the usual rules for pronunciation of “c” and “g”? (gills, cello, get)
Answer: None of these sets of words follow the usual rules for pronunciation of “c” and “g.”
LETRS Unit 4 Session 3 Answers
1. Should classifying syllable types in multisyllabic words be considered a scaffolding activity, not a goal in itself?
Answer: True.
2. Can consonant-le (Cle) syllables occur anywhere within a word and be stressed or unstressed?
Answer: False.
3. In which of these examples does the vowel sound’s position in a syllable or word determine which vowel team represents it? (Select all that apply.)
Answer: The /ā/ sound in “stain”, “sail”, “away”, and “payment”; the /ō/ sound in “float”, “row”, “window”, and “toadstool”; the /oi/ sound in “coin”,
LETRS Unit 4 Session 1 Answers
Contents hide
1 LETRS Unit 4 Session 1 Answers
2 LETRS Unit 4 Session 2 Answers
3 LETRS Unit 4 Session 3 Answers
4 LETRS Unit 4 Session 4 Answers
5 LETRS Unit 4 Session 5 Answers
6 LETRS Unit 4 Session 6 Answers
7 LETRS Unit 4 Session 7 Answers
8 LETRS Unit 4 Session 8 Answers
1. Is it true that direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading?
Answer: True.
2. Is it true that many common English words combine simple Anglo-Saxon words with Greek-derived forms?
Answer: False.
3. What mental process is required for proficient word reading?
Answer: Orthographic mapping.
, 4. From which language are new scientific terms in the physical sciences most likely to be coined?
Answer: Greek.
5. Which sound-symbol correspondences are common in words of Anglo-Saxon origin? (Select all that apply.)
Answer: Use of “kn” for the /n/ sound and use of silent “e”.
LETRS Unit 4 Session 2 Answers
1. Is it acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities? Answer: False.
2. Do some letters of the alphabet never end a word in English?
Answer: True.
3. Words in which the letter “y” stands for the short “i” sound (such as “rhythm” and “polyp”) are usually from which language?
Answer: Greek.
4. When the /ch/ sound follows an accented short vowel, in which circumstance is the “tch” spelling of the /ch/ sound usually used?
Answer: When the /ch/ sound follows an accented short vowel.
5. Which set of words does not follow the usual rules for pronunciation of “c” and “g”? (gills, cello, get)
Answer: None of these sets of words follow the usual rules for pronunciation of “c” and “g.”
LETRS Unit 4 Session 3 Answers
1. Should classifying syllable types in multisyllabic words be considered a scaffolding activity, not a goal in itself?
Answer: True.
2. Can consonant-le (Cle) syllables occur anywhere within a word and be stressed or unstressed?
Answer: False.
3. In which of these examples does the vowel sound’s position in a syllable or word determine which vowel team represents it? (Select all that apply.)
Answer: The /ā/ sound in “stain”, “sail”, “away”, and “payment”; the /ō/ sound in “float”, “row”, “window”, and “toadstool”; the /oi/ sound in “coin”,
